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Brill’s significant other to historical Greek Scholarship goals at supplying a reference paintings within the box of historical Greek and Byzantine scholarship and grammar, hence encompassing the wide and multifaceted philological and linguistic learn task in the course of the complete Greek Antiquity and the center a while. the 1st a part of the quantity bargains a radical ancient review of old scholarship, which covers the interval from its very beginnings to the Byzantine period. the second one half makes a speciality of the disciplinary profile of historic scholarship through investigating its major clinical issues. The 3rd and ultimate half provides the actual paintings of old students in a variety of philological and linguistic concerns, and in addition examines where of scholarship and grammar from an interdisciplinary standpoint, particularly from their interrelation with rhetoric, philosophy, drugs and nature sciences.

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In Knights Aristophanes mocked the usage of educational discourses and the distinction between technical and general tuition (Ar. Eq. 1235–1242). The change in educational models took place within the context of shifts in the intellectual climate that were seen as a challenge to traditional values. Socrates became a symbol of these changes, combining an educational 92 Such as the outlandish φροντιστήριον staged in Aristophanes’ Clouds, see Tomin [1987]; cf. Pl. Lach. 178a–180a. 93 On sociological approaches to such sophistic activities, see Tenbruck [1976] 63–74.

177b, Xen. Mem. 2, 1, 21; D. L. 9, 52. 4 n. 45. 95 Pl. Prt. 325e, Leg. 811a; Xen. Symp. 3, 5; cf. Thomas [1992] 92–93; cf. also LSJ for ἀναγιγνώσκειν meaning ‘know again, recognise’ (sc. written characters). 96 By the end of the 5th century BC the term ‘school’ came to denote a separate place. 6 The Concept of Education in the 4th Century BC By the early 4th century BC the educational programme in Athens and other parts of Greek world had become more firmly established. 99 Thus, in Old comedy, linguistic and literary issues were depicted as essential elements in the polis’ life.

25 PCG, Antiph. fr. 120 PCG, D. L. 9, 54, see Lynch [1972] 68–75 with further evidence from later periods. On the archaeological evidence for the site of the Lykeion building, see Ligouri [1996–1997]. 117 Arist. Eth. Nic. 1180a; Pol. 1337a. 118 Arist. Pol. 1266b32–33. 119 Arist. Part. An. 639a, 644b15–20; Metaph. 993a. 120 Cic. De Or. 3, 35, 141, on differences between the Lyceum and the Academy, see Lynch [1972] 83–96. 121 Arist. Metaph. 993a30–b5, contra see Pl. Phdr. 276e–277a, Ep. 7, 341c.

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